EL Waivers

SEI - Structured English Immersion Waiver

Structured English Immersion (SEI) is defined as an English language acquisition process in which all classroom instruction is in English but with the curriculum and instruction design for children who are learning the language. English learners not reasonably fluent in English are provided instruction only in English. SEI includes a sequential English Language Development Program, focused on the acquisition of the language arts, including sheltered English content with primary language support as needed. Adopted English Language Development instructional materials are used. It may include core content delivered through Specially Designed Academic Instruction in English.

At any time, including during the school year, a parent or guardian may have his or her child moved into an English language mainstream classroom. (5 CCR 11301 [b])

The request may be oral or written and must be granted by the school. A parent/guardian may not remove the student from English Language Development or Academic Instruction designed for English learners.

Parent Exception Waiver

Parent(s)/guardian(s) may request that the district grant a Parental Exception Waiver pursuant to the requirements of Education Code 305 if one of the following circumstances exists:

Children who already know English: the child already possesses good English language skills, as measured by standardized tests of English vocabulary comprehension, reading, and writing, in which the child scores at or above the state average for his grade level or at or above the 5th grade average, whichever is lower.

Older students: The student is age 10 yeas or older, and it is the informed belief of the school principal and educational staff that an alternative (bilingual) course of study would be better suited to the student’s rapid acquisition of basic English skills.

Students with special needs: The student already has been placed for a period of not less than 30 calendar days during that school year in an English language classroom and it is subsequently the informed belief of the Principal and educational staff that the student has special physical, emotional, psychological or educational needs and that an alternative (bilingual) course of educational study would be better suited to the student’s overall educational development.

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